{"response":{"docs":[{"id":"bcas_bcmss0837_188","title":"Arkansas Department of Education (ADE) initial progress report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1993-12-16"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state"],"dcterms_title":["Arkansas Department of Education (ADE) initial progress report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/188"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nr I I I I I I I I I I I I I I I Altansas DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-44 75 GENE WILHOIT, Director, General Education Division rF '::i tr:=:\nt\"\n'~ tr,--r.\n:,C\nVE r J DEG 1 6 1993 ~nt HAR December 17, 1993 ,/~pf?, O'f' -,,. ,  John W. Walker, Esq. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 M. Samuel Jones III, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Suite 200 Little Rock, AR 72201-3699 Richard w. Roachell, Esq. Roachell \u0026amp; Streett First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 Dear Counsel of Record: , we of DesegregatioMn onitoring Christopher J. Heller, Esq. Friday, Eldredge, \u0026amp; Clark First Commercial Building 400 West Capitol Avenue Suite 2000 Little Rock, AR 72201-3407 Ann Brown, Monitor Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Stephen W. Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. TCBY Tower 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201 Please find enclosed a copy of the Arkansas Department of Education\"s Initial Progress Report to the Court. If you need any additional information, please let me know. Sincerely, ~yter Enclosure EB/say 1 ____________ _ I STATE BOARD OF EDUCATION: Chainnan  ELAINE SCOTT, Little Rock Vice Chainnan - RICHARD C. SMITH, JR.,Tillar Members: CARLE. BAGGETT, Rogers  WILLIAM B. FISHER, Paragould JAMES M. LLEWELLYN, JR., Fon Smith  JAMES A. McLARTY Ill, Newpon RAE RlCE PERRY, Arkadelphia SHERRY WALKER, Little Rock NANCY M. WOOD, Little Rock An Equal Opponunity Employer I I I I I I I I I I I I I I I I I I I IN THE UNITED STATES DISTRICT COURT DEC 1 6 1993 ~~5j?''\nEASTERN DISTRICT OF ARKANSAS Office of DesegregatioMn onitc,ing WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DEFENDANTS DISTRICT NO. 1, ET AL., MRS. LORENE JOSHUA, ET AL., INTERVENORS MRS. KATHERINE KNIGHT, ET AL. THE ARKANSAS DEPARTMENT OF EDUCATION'S INITIAL PROGRESS REPORT TO THE COURT INTERVENORS In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following initial progress report to the parties and the Court. This report describes the initiatives the Department has undertaken since the November 17 and 18, 1993, hearing to comply with the Court's Order issued from the bench. On Tuesday, November 23, 1993, the Senior Management team at the ADE met to discuss the Court's Order from the bench. The Senior Management team is comprised of the following individuals: Gene Wilhoit, Director\nJohn Fincher, Deputy Director\nRobert Shaver, Associate Director for Finance and Administration\nClearence Lovell, Associate Director for Federal Programs\nDiane Sydoriak, Associate Director for Special Education\nEmma Bass, Associate Director for School Improvement\nRodger Callahan, Associate Director for Accountability\nElizabeth Boyter, Legal Assistant to the Director\nClemetta Hood, Personnel Manager\nBrenda Matthews, Program Support Manager for Information Services\nand James Hardage, Director Migrant Student I I I I I I I I I I I I I I I I I I I Record Transfer System. During this meeting, the team received additional copies of the 1989 Settlement Agreement and the May 31, 1989, monitoring plan and was informed that the Court would be holding the ADE responsible for implementing both of these documents. On Tuesday, November 30, 1993, the Legislative Council of the Arkansas General Assembly sent correspondence to the ADE requesting -\\~~- the ADE to report to the Council on December/17/ 1993, to discuss the ADE's compliance with the Pulaski County Desegregation Settlement Agreement. Additionally, the letter requests that the ADE file monthly written reports on the ADE's compliance with the Settlement Agreement. A copy of this letter is attached as Exhibit 1. On Wednesday, December 1, 1993, Gene Wilhoit, John Fincher, Robert Shaver, and Elizabeth Boyter met with representatives from the Office of Desegregation Monitoring (ODM) to initiate discussions on how the two entities could work cooperatively to achieve the objectives in the 1989 Pulaski County Desegregation Settlement Agreement. As a result of this meeting, a joint meeting was scheduled between ODM and the ADE for the ODM to make a presentation describing the history of the Pulaski County Desegregation lawsuit and the role of ODM to ADE staff. On Thursday, December 2, 1993, Elizabeth Boyter and Reginald Wilson, Pulaski County Program Monitor\nmet with Bill Mooney from ODM to discuss the type of planning process that the Little Rock School District has been using to establish the 2 I I I I I I I I I I I I I I I I I I I district's program planning and budgeting process. The group also discussed available technology which could help the ADE with its planning process. A meeting was held on December 6, 1993, for ADE personnel who had participated in work sessions concerning the Settlement Agreement prior to the recent hearing. The purpose of this meeting was to familiarize the group with the Court's Order from the bench holding the ADE responsible for complying with both the 1989 Settlement Agreement and the May 31, 1989, monitoring plan. Additionally, the group was informed that the ADE needed a team to participate in a strategic planning process to develop a plan to implement the legal requirements in the 1989 Settlement Agreement and the May 31, 1989, monitoring plan. The following individuals agreed to participate in this process: NAME Gene Wilhoit Clearence Lovell Robert Shaver Carolyn Scott Mike Crowley Andre Guerrero Clemetta Hood Rodger Callahan PLANNING TEAM POSITION Director Associate Director, Federal Programs Associate Director, Finance \u0026amp; Administration Program Advisor, Equity Assistance Center Administrator, Monitoring \u0026amp; Technical Assistance, Special Education Program Advisor, Equity Assistance Center Personnel Manager Associate Director, Accountability 3 RACE w B w w w H B w SEX M M M F M M F M I I I I I I I I I I I I I I I I I I I Wayne Foster Emma Bass Bob Kerr Glenda Bean Elizabeth Boyter Reginald Wilson Martha Bass Area Supervisor, Special Education Associate Director, School Improvement Coordinator, Chapter 1 Executive Director, Early Childhood Commission Legal Assistant to the Director Pulaski County Program Monitor Administrator, Gifted \u0026amp; Talented w w w w w B w M F M F F M F On December 7, 1993, the ADE appeared before the Desegregation Litigation Oversight Subcommittee of the Arkansas General Assembly to discuss the Pulaski County Desegregation hearing held on November 17 and 18, 1993. During the meeting, the ADE reviewed the Court's Bench Order and answered numerous questions about the hearing and the ADE's plan to abide by the Court Order. The Desegregation Litigation Oversight Subcommittee requested that the AD file all State Board of Education minutes with the Subcommittee, to file all monthly reports submitted to the Court and to continue filing monthly reports with the Subcommittee after the last report is made to the Court in March 1994. A copy of the agenda for this meeting is attached as Exhibit 2. Additionally, on December 7, 1993, the ADE employed a strategic planner, Ron Copeland, by a professional service contract to help the agency begin the planning process until a lead planner can be selected. A copy of his resume is attached as Exhibit 3. Mr. Copeland has currently facilitated three one-half day planning sessions with the ADE Planning team. The first team meeting was 4 I I I I I I I I I I I I I I I I I I I held on December 8, 1993, to describe the planning process that Mr. Copeland would be facilitating. Then, the team met on December 10, 14 and 17, 1993, with Mr. Copeland to design the conceptual plan which will be presented to the Court on January 3, 1994. The team is scheduled to meet again on December 20 and 21, 1993, to continue the planning process. On December 9, 1993, the Joint Interim Committee on Education sent correspondence to the ADE and requested that the ADE file regular quarterly reports to the Committee on the implementation of the Pulaski County Desegregation Settlement Agreement. A copy of this correspondence is attached as Exhibit 4. Governor Jim Guy Tucker met with Gene Wilhoit on December 10, 1993, to discuss how the ADE will comply with the Court's Order to discuss the contents of this Initial Progress Report to the Court. Governor Tucker also asked for a progress report on the January 3, 1994, report to the Court. On Monday, December 13, 1993, the State Board of Education requested a report on the hearing held November 17 and 18, 1993. In an hour long presentation and discussion, the Board received additional copies of the 1989 Desegregation Settlement Agreement, the May 31, 1989 monitoring plan and the ADE's plan to assist the Pulaski County School Districts in Complying with the Desegregation Settlement Agreement and in Helping the Districts Remediate Disparities in Academic Achievement. This last document was presented to the Court during the recent hearing. Additionally, the Board received a copy of the Court's Order dated 5 I I I I I I I I I I I I I I I I I I I December 10, 1993. During the presentation, the ADE reviewed the Board's obligations under the 1989 Settlement Agreement and discussed Gene Wilhoit's testimony during trial. The Board was told that during his testimony, Gene Wilhoit stated what actions the ADE had taken and stated the ways in which the ADE could do a better job responding to each obligation. The Board was presented with a detailed outline of the Court's December 10, 1993, Order and was told that the ADE is responsible for the obligations in the 1989 Settlement Agreement and the May 31, 1989, monitoring plan. The Order's requirement that the Board have a role in the conceptual document and in the development and implementation of the strategic plan was also highlighted. Additionally, a list of dates that reports are due the Court was also furnished to the Board. The final part of the presentation gave the Board an overview of the actions the ADE has taken since the November hearing. State Board of Education members recognized that they have an obligation to define their role in the development of the conceptual plan due the Court on January 3, 1994. Therefore, the Board scheduled a special called meeting on December 29, 1993, at 2:00 p.m. at the ADE to review a draft report and to complete a planning session with Mr. Ron Copeland to define the role of the Board. The information derived from this session will be presented to the Court in the January 3, 1994, report. The Board also voted to give Mr. Wilhoit the authority to reorganize the ADE in any manner he deems necessary to fulfill the Settlement Agreement obligations and other ADE initiatives. 6 I I I I I I I I I I I I I I I I I I I Additionally, the Board voted to hire Sheila Freeman, a black female, as a Grade 24 Staff Attorney. Her primary responsibilities will be to insure that the planned monitoring activities for the Pulaski County School District occur as scheduled and that monitoring visits are routinely documented. A copy of her resume is attached as Exhibit 5. On December 14, 1993, ODM staff met with ADE staff\nand ODM provided the ADE staff an overview of the history of the Pulaski County Desegregation lawsuit, discussed the establishment of ODM and described the role of ODM. Eight ODM staff members made presentations explaining their job duties at ODM, and the monitors used examples of their actual monitoring activities to illustrate how they perform their jobs. Bill Mooney, Budget Analyst, described the planning process that the Little Rock School District has used to produce a project management tool to implement the district's plan for fulfilling its responsibilities under the Desegregation Settlement Agreement. On December 17, 1993, the ADE will appear before the Legislative Council to discuss the ADE's responsibilities under the Settlement Agreement and to provide copies of the December 10, 1993, Order and the Initial Progress Report to the Court. Copies of this Progress Report will also be distributed to the Joint Interim Committee on Education and the Desegregation Litigation Oversight Subcommittee. 7 I I I I I I I I I I I I I I I I I I I Respectfully Submitted, Bar I.D. #90-181 #4 Capitol Mall, Room 305-A Little Rock, AR 72201 Tim Humphries Assistant Attorney General Bar I.D. #84-080 323 Center Street, Suite 200 Little Rock, AR 72201 8 I I I I I I I I I I I I I I I I I I I CERTIFICATE OF SERVICE I, Elizabeth Boyter, do hereby certify that I have served the foregoing by mailing a copy of the same, U.S. Mail, postage prepaid, on this /7.f:/..d.a.y_ of December, 1993, to the following: John W. Walker, Esq. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 M. Samuel Jones III, Esq. Wright, Lindsey\u0026amp;. Jennings 2200 Worthen Bank Building Suite 200 Little Rock, AR 72201-3699 Richard w. Roachell, Esq. Roachell \u0026amp; Streett First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 Christopher J. Heller, Esq. Friday, Eldredge, \u0026amp; Clark First Commercial Building 400 West Capitol Avenue Suite 2000 Little Rock, AR 72201-3407 Ann Brown, Monitor Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Stephen W. Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. TCBY Tower 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201 Tim Humphries, Esq. Assistant Attorney General Attorney's General Office 323 Center Street, Suite 200 Little Rock, AR 72201 ELIZ BETH BOYTE I I I I I I I I I I I I I I I I I I I OFFICSS Sen. Joe E. Yates Chairman Rep. L\\oyd R. George Vice Chainn11n H~BERS Rep. John Peul Capp\u0026amp; Sen. U. 0. Moore, Jr. Rep. Lacy Landers Sen. Joo Yates Rep. Ode L. Maddox Sen. Jerry Bookout Rep. 8. G. Herdrix Sen. Stanley Russ Rep. L. L. Bryan Sen. Nick Wllaon Rep. Bobby G, NelMn Sen, Bud CanadA  Rep. Lloyd R. George Sen. Jerry Jewell llep. u. IL \"Bud11 Rica Sen. Wayne Dowd Rep. Gus Wingfield Sen. Bill Walter\u0026amp; Rep. Jarry Hinshaw Sen. Hike Beorden Rep. J. Sturgis Millar Sen. Horril Harrim11n Rep. Jim Holland Sen. Steve Bell Rep. Tad Mullenix sen. Hike Beebe Rep. Jinmie D. MclC!ssack Sen. Allen Gordon Rap. Ed Thicksten sen, Lu Hardin Rep. 00Ui Wood Rep. Bruce Hawkins Rep. owen Hiller Rep. Keith Uood Rop. Ben Hc:Cee Rep. v. o. Calhoun Rep. Charles 1/horton Rep. Tymothe Uooldridga Kern L. Treat Executive secretary ARKANSALSE GISLATIVEC OUNCIL Room 315, State Capitol Building Litt le Rock, AA 72201 November 24, 1993 Mr. Gene Wilhoit, Director Department of Education #4 State Capitol Mall Little Rock, AR 72201 Dear Mr. Wilhoit: Tel: 501-6821937 The Legislative Council at its meeting on Friday, November 19, 1993, adopted a motion requesting that you or a representative of your office attend the December 17 meeting of the Council and each monthly meeting thereafter to provide the Council information concerning compliance with the desegregation court orders. This motion included requests that the report on December 17 include information concerning the following additional topics: (1) The effects that any reductions in the timber revenues have had and will have on the Waldron school district and other school districts in which national forest lands are located including the effect on students if the schools find it necessary to cut the school terms to less than the minimum number of school days necessary to maintain academic compliance. (2) Information concerning the operation of the public school transportation programs and whether taxicab rentals and vehicle leasings are awarded on a competitive bid basis. It was further requested that any information which is presented at the monthly meetings also be available to members of the Legislative Council in writing. I :..{-.. I I I I I I I I I I I I I I I I I I Mr. Gene Wilhoit, Director, Department of Education Page 2  November 24, 1993 The regular meetings of the Legislative Council are usually scheduled on the third Friday of each month, and the next meeting is scheduled for Friday, December 17, 1993. If we can be of any assistance, please let us know. KLT/jb I I I I I I I I I I I I I I I I I I I . ,. --.. . ..., \"~ A. B. C. D. AGENDA DESEGREGATION LITIGATION OVERSIGHT SUBCOMM1TTEE OF THE ARICANSAGS ENERALA SSEMBLY 9:00 a.m. December 7, J.993 Room 328, State Capitol Building Little Rock, Arkansas Senator Mike Beebe, co-Chairman Representative Joseph K. Mahony II, Co-Chairman Senator Jerry Jewell Senator David R. Malone Senator Morril H. Harriman, Jr. Representative Mike Wilson Representative Irma Hunter Brown Representative Mark L. Pryor Mrs. Rae Rice Perry Mr. Bob Lamb Call to Order Approval of Minutes of September 8, 1993 [Exhibit lJ Discussion of the Hearing to reinstate the Arkansas Department of Education as party in the Pulaski County School Desegregation case. --Elizabeth Boyter, Attorney, Department of Education --Tim Rwnphries, Senior Assistant Attorney General Update on the Lakeview School District, et al. v. Bill Clinton, et al. case. --Elizabeth Boyter, Attorney, Department of Education --Tim. Humphries, Senior Assistant Attorney General E. Other Business F. Adjournment :.-..: ' E\u0026gt;CHIBIT I.= ':-'~j I I I I I I I I I I I I I I I I I I I RONALD R. COPELAND Planning and Management Consulting Services 1100 N. University Avenue Suite 109 Little Rock. Arkansas 72207 (501) 663-0900 EmploymeBnta ckground Consultant January1 1990t o Present Self-employecdo nsultanpt rovidingp lanningm, anagemenatn, dd evelopmencto nsulting servicesto businessg, overnmenat,n dn onprofiot rganizationsP. resenct lientsi nclude the ArkansasD evelopmenFt inanceA uthority\nt he ArkansasH istoric Preservation Programt\nh e PulaskiC ountyR egionaSl olid WasteM anagemenDt istrict\nP ine Bluff DowntownD evelopmenItn, c.\nU AMSD epartmenotf Otolaryngologtyh\ne Southwestern BellT elephonCe ompanCy onsumeArd visoryP anela, ndt heD onaghePy roject. Previousc lients includeP artnersf or a Better Pine Bluff\nthe BusinessI nformation Group,p ublisheor f The Daily RecordA\nlpineI ncorporateda, real estated evelopment groupi n Pine Bluff\nthe ArkansasD epartmenot f Parksa nd Tourism\nH eifer Project InternationaPl\nroject2 000,I ncorporateda, Little Rockp rivaten onprofidt evelopment organizationth\ne WinthropR ockefelleFr oundationth\ne Universityo f ArkansasS ystem\nthe Universityo f Arkansasa t Monticelloth\ne Commissiofno r ArkansasF uturea\nnd,t he GreaterH otS pringsC hambeor f Commerce. President June1 988to J anuary1 990 RenaissanAces seMt anagemeInntc, . Directeda smallc onsultingfi rm specializingin preparationo f commerciarle al estate businesps lansb, usinesdse velopmepnlta nninga,n dp ublicp olicyp lanningC. lientsin 1988 and 1989i ncludedH omeF ederaSl avingsa nd LoanA ssociationin MountainH ome, Arkansasa, nd the HistoricP reservatioAnl lianceo f Arkansas. SenioVr iceP resident June1 983t oJ une1 988 NationaInl vestorLsi feI nsurancCeo mpany Managedth e $3.5 billionc ompanyd uringi ts receivershipu ndert he directiono f the ArkansasIn suranceC ommissionearn d the PulaskCi ountyC ircuitC ourt Guidedt he executiono f a court-approvepdl an to conservet he value of annuityp olicyholder investmentasn d the transfero f assetsa nd policyholdelira bilitiest o MetropolitanL ife InsurancCe ompany. Consultant Januar1y9 81to June1 983 Self-employedc onsultanti n Arlington,V irginia, conductingr esearchf or a Ford Foundatiofnu ndeds tudyo n the Cuban-HaitiaCnr isiso f 1980,a nd otherp ublicp olicy planninpgr ojects. EXHIBIT 3 I . ., . I I I I I I I I I I I I I I I I I I SpeciaAl ssistantt o the Secretary U.S . Depto. f Housinga ndU rbanD evelopme(n1t9 79) U.S. Dept.o f HealthE, ducationa,n dW elfare(1 980-1981) Februar1y9 79t oJ anuary1 981 Managedt he IntergovernmentAaflf airsp rogramf or the Office of the Secretarya t DHEWc, ommunicatinwgi thc ity,c ountya, nds tateg overnmenint teresgt roupso n behalf of departmentaplo liciesa ndr egulationsA. t DHUDw, ithint he Officeo f the Secretary, managed the review of problem issues and policy decisions on small cities, rural developmena~n dn eighborhoods. Director June1 975t oJ anuary1 97'9 ArkansaDs epartmeonft L ocaSl ervices Directedth e cabinet-levceol mmunitayf fairsa gencyw hichd evelopeadn de xecutesdt ate plans for housinga nd communitya ssistanceo, utdoorr ecreatione, mploymenat nd training programs, state-level community action programs, aeronautics, and intergovernmentraell ations.T he departmenptr ovidedtr ainingp rogramsm, anagement assistancea, ndf inanciaal id to Arkansacsi tiesa ndc ounties.L ocalS ervicese mployed 120p ersonsa nda dministeread b udgeot f $85m illionin FY1 978. CityM anager March1 972t oJ une1 975 Cityo f TexarkanaA, rkansas Chiefa dministrativoef ficero f city governmenwti th 300 employeeasn d a budgeto f $5 millionfo r calendayr ear1 975i,n a cityw ith2 2,000p opulation. CommuniDtye velopmeAngte ncy TexarkanaA, rkansas June1 968to M arch1 972 Positionsin cludedP hysicaFl acilitiesP lannerA, ssistantD irectora, nd Directoro ver a periodo f four years. Assistedin planninga ndi mplementintgh e ModelC itiesP rogram with an annualb udgeto f $2 millionf or redevelopmenetc, onomicd evelopmenst,o cial servicese, ducationh, ousinga, ndh ealthp rogramfso r an areat hat includeda bout5 0% of the city. EducationBala ckground Bacheloar nd MasterD egreesin Architecturfero mT exasA \u0026amp;MU niversity1\n968 DistinguisheSdtu denint 19661, 967a, nd1 968. CommunitIyn volvement MemberC, ommunitAy dvisoryB oardT, he DonaghePy roject1, 993 MemberA, rkansasIn stituteo f GovernmenTta skF orce,U ALR,1 991. ChairmanL, eadershiIpn stituteo f GreateLr ittleR ock,1 989-1990. MemberL, eadershiIpn stituteA lumnAi ssociatioBno ardo f Directors1,9 85-1988. ChairmanC, entralA rkansasT ransiAt uthorityB oardo f Directors1, 986-1988. Page2 I I I I I I I I I I I I I I I I I I I ~nalar Jtrry D. Jewell ~NIU Co-Chairman ARKANSAS GENERAL ASSEMBLY JOINT INTERIM COMMITTEE ON EDUCATION RepNstruadYt Bobby G. Nnvman Houst Co-Cliairman December 8, 1993 !JE@mfiW~ DECO 9 1993 Mr. Gene Wilhoit, Director General Education Division Arkansas Department of Education #4 State Capitol Mall ATTORNEY'SO FFICE Little Rock, AR 72201 Dear Mr. Wilhoit: It has come to our attention that the legislation which created the Desegregation Litigation Oversight Subcommittee of the Arkansas General Assembly (Arkansas Code Annotated 10-3-1501 et seq.), required, among other things, that the Arkansas Department of Education provide regular quarterly reports to the Joint Interim Committee on Education regarding the implementation of the Pulaski County School Desegregation Case Settlement Agreement (see particularly Arkansas Code Annotated 10-3-1504). The purpose of this letter is to follow-up on the law and request that said reports be filed with the Education Committee. Hopefully, the General Assembly, through its various oversight procedures, can lend greater visibility and cooperation among stakeholders on this most important issue.  I am sufficiently embarrassed and apologize for not informing the Department of Education long ago that it is out of compliance with the aforementioned enactment. Relevant legislation has been enclosed for informational purposes. Please feel free to call upon the Co-Chairmen or me if there are any questions. Sincerely,   ~ ?Jl~,un-,- Tony Minicozzi Legislative Analyst Joint Interim Committee on Education Enclosure cc Sen. Jerry Jewell, Co-Chairman, Joint Interim Committee on Education Rep. Bobby G. Newman, Co-Chairman, Joint Interim Committee on Education Sen. Mike Beebe, Co-Chairman, Desegregation Litigation Oversight Subcommittee Rep. Jodie Mahony, Co-Chairman, Desegregation Litigation Oversight Subcommittee Ms. Elaine Scott, Chair, State Board of Education Ms. Elizabeth Boyter, Attorney, Department of Education ~=~~::~ ~:~~skt~~~1\noer~e~~~eu~~\n~ ~~~::~a~::~::::rch :\n~if ::k. ~~~c}i State CapiJol, Room 315 Little Rock, Arkansas 72201 Phone (501) 682-1937 Fax (501) 682-1936 I I I I I I I I I I I I I I I I I I I I -- -- --- 10-3-1405 GENERAL ASSEMBLY 50 and Tax Policy shall make its findings on the forecast of general revenues available for distribution. (3) A report of the committee's findings shall be sent to the Chief Fiscal Officer of the State. (b) In the event the Chief Fiscal Officer of the State determines it has become necessary to change the forecast of general revenues available for distribution, the Chief Fiscal Officer of the State shall report the expected change in forecast to the Office of Economic and Tax Policy and the Joint Committee on Economic and Tax Policy with an explanation of the need for the change. History. Acts 1993, No. 1274,  3. 10-3-1405. Interdepartmental cooperation and assistance. (a) The Department of Finance and Administration shall cooperate with and assist the Office of Economic and Tax Policy in carrying out its responsibilities by providing the office with such nonconfidential tax information as may be requested by the office and by providing such other assistance to the office as may be requested. (b) Other state agencies shall cooperate with and assist the Office of Economic and Tax Policy in carrying out its duties. (c) The state-supported institutions of higher education shall cooperate with and assist the Office of Economic and Tax Policy in carrying out its duties and shall provide to the committee support and advice in determining the state's economic policy and revenue forecast. History. Acts 1993, No. 1274,  5. SUBCHAPTER 15 - DESEGREGATION LITIGATION OVERSIGHT SUBCOMMITTEE SECTION. 10-3-1501. Established- Powers and duties. 10-3-1502. Members - Compensation. Effective Dates. Acts 1989 (3rd Ex. Sess.), No. 71,  7: Nov. 16, 1989. Erner gency clause provided: rt is hereby found and determined by the General Assembly that the State of Arkansas has recently expended huge amounts of state revenues for costs involved in desegregation litiga tion\nthat it is in the best interests of all taxpayers of this state that an oversight subcommittee representative of the inter ests of the state be established to advise the Governor and the General Assembly SECTION. 10-3-1503. Reduction of future litigation liability. 10-3-1504. Reports - Settlements. in settlements of litigation involving desegregation and to develop positive means to avoid future litigation in the area: that the establishment of this subcommittee through legislation is necessitated by a recent opinion issued by the Attorney ~neral. Therefore, an emergency is hereby declared to exist and this act being necessary for the preservation of the pub lie peace. health and safety shall be in full force and effect from and after its passage and approval.\" I I I I I I I I I 1. I I I I I I I I I 51 COMMITTEES 10-3-1502 l0-3-1501. Established - Powers and duties. There is hereby established the Desegrega~ion Litigation Oversight Subcommittee of the General Assembly which shall have the authority and duty to monitor the implementation of the Pulaski County Desegregation Case Settlement Agreen:_ienat nd ~o mo~itor the state's participation in any future desegregation case :n v.:h1ch the Department of Education or the State Board of Education is a defendant, or both. History. Acts 1989 13rd Ex. Sess.l. No. il. ~ l. A.C.R.C. Notes. In November. 1982. the Little Rock School District filed suit :1l!ainst the Pulaski County Special ::i~hool District, the North Little Rock :School District. the State of Arkansas, :ind the State Board of Education alleging actions by officials resulting in the segre\" ation of schools in the Little Rock disZrict. Little Rock School District v. Pulaski County School District No. l, et. :ii.. Docket No. LR-C-82-866. In Decem-ber. 1989, the United States District Court for the Eastern District of Arkansas. Henry Woods, J .. rejected the settlement plan submitted (726 F. Supp. 1544 IE.D. Ark. 1989\\l. The court of appeals reversed holding the settlement plan should have been approved (921 F.2d 1371 (8th Cir. 1990\\l. On remand (769 F. Supp. 1483 IE.D. Ark. 1991Jl the agreement was again rejected and the appeal therefrom vacated (949 F.2d 253 (8th Cir. Ark. 199lll. 10-3-1502. Members - Compensation. (al The subcommittee shall consist of four (4) members from the Senate appointed by the President Pro Tempore\nfour (4) members of the House of Representatives appointed by the Speaker of the House\nand three (3) persons appointed by the Governor. {b)(l) The members appointed by the Governor shall be representative of the educational community in Arkansas. (2) At least one (1) member from the Senate and at least one (1) member from the House of Representatives shall be a lawyer. (3l At least one (1) member of the subcommittee shall be a woman and at least one (1) additional member shall be black. 1 c) All per diem and mileage for legislative members shall be paid from the joint interim committee funds for the Joint Interim Committee on Education. Nonlegislative members shall be paid from funds available through the Department of Education at the same rate as legislative members. History. Acts 1989 (3rd Ex. Sess.l, No. 71.  :!. I I I I I I I I I I I I I I I I I I 10-3-1503 GENERAL ASSEMBLY 52 10-3-1503. Reduction of future litigation liability. The Oversight Subcommittee shall examine possible methods to reduce the potential for the State being liable in future desegregation litigation and make recommendations for legislation to the Governor and to the General Assembly. History. Acts 1989 {3rd Ex. Sess.J, No. 71,  4. 10-3-1504. Reports - Settlements. (a) The Department of Education and the Attorney General shall report regularly to the Oversight Subcommittee on implementation of the Settlement Agreement and on any future desegregation litigation involving the State of Arkansas. (b) Neither the Department of Education nor the Attorney General shall enter into a final settlement of any future desegregation litigation without seeking the advice of the Oversight Subcommittee. (c) The Arkansas Department of Education will provide reports to the Joint Interim Committee on Education regarding the implementation of the Pulaski County School Desegregation Case Settlement Agreement on a quarterly basis and at such other times as may be necessary to keep the committee fully advised on these matters. History. Acts 1989 (3rd Ex. Sess.l, No. 71,  3. 8UBCHAPTER 16 - JOINT INTERIM OVERSIGHT COMMITTEE ON HIGHER EDUCATION REFORM SECTION. 10-3-1601. Creation - Members. 10-3-1602. Duties. 10-3-1601. Creation - Members. (a) To assist the General Assembly, there is established the Joint Interim Oversight Committee on Higher Education Reform to be composed of the following members: (1) Seven (7) members of Arkansas Senate to be appointed by the President Pro Tempore of the Senate, in consultation with the Chairman of the Senate Education Committee\nand (2) Seven (7) members of Arkansas House of Representatives to be appointed by the Speaker of the House of Representatives, in consul ta. tion with the Chairman of the House Education Committee. (b) In making their appointments, the President Pro Tempore of the Senate and the Speaker of the House of Representatives shall seek to ensure that members who are knowledgeable about all types of post secondary educational institutions and who represent all geographic regions of the state shall serve on the committee. I I I I I I I I I I I I I I I I I I EDUCATION SHEILA E. FREEMAN P.O. Box 2575 Little Rock, Arkansas 72203-2575 (501) 376-1907 University of Arkansas School of Law, Fayetteville, Arkansas. May, 1990. Admitted to Arkansas Bar, September, 1990. J .D.' Boston University School of Management, Boston, Massachusetts. B.S.B.A., May, 1987. Concentration: Finance and Real Estate. EXPERIENCE Arkansas Drugs Commerce/Associated Arkansas: Don't Work, Industries of Arkansas Arkansas, State Inc., Chamber of Little Rock, EXECUTIVE DIRECTOR (11/92 - PRESENT). Represents small and midsized businesses in developing and maintaining effective, affordable drug-free workplace programs. Counsels businesses and other organizations on all legal issues involving drug testing in the workplace. Coordinates statewide implementation of Arkansas Drugs Don't Work through local Chambers of Commerce, state agencies and other organizations. Represents Arkansas Drugs Don't Work before the Arkansas Legislature. Mitchell~ Williams, Selig, Gates \u0026amp; Woodyard, Insurance Section, Little Rock, Arkansas: ASSOCIATE ATTORNEY (9/90 - 11/92). Represented life, health, property and casualty clients in insurance company formations, admissions, filing of insurance holding company acquisition statements and permanent registration statements, reinsurance transactions and policy drafting. Assisted in the design and regulatory approval of new insurance products. Handled mergers, consolidations and redomestications of insurance companies. Represented insurance companies, heal th maintenance organizations, agents, agencies and other clients before legislative bodies. Advised insurance companies on the use of clearing corporations and the Federal Reserve book-entry system. University of Arkansas School of Law, Fayetteville, Arkansas: RESEARCH ASSISTANT (7/89 5/90). Researched and drafted memorandums and legal documents involving various issues in family law for Professor Chauncey Brummer. Westphal \u0026amp; Steenken, Fayetteville, Arkansas: LAW CLERK (1/89 - 5/90). Assisted as law clerk in full service firm comprised of two attorneys. Conducted legal research, dafted pleadings and appellate briefs, aided attorneys in preparation for litigation, and provided pro bono representation on behalf of clients involved in various civil and criminal matters under the supervision of an attorney as required by Arkansas Court Rule 15. I I I I I I I I I I I I I I I I I I Resume of Sheila E. Freeman Page 2 South Shore Banlc, Commercial Loans Department, Chicago, Illinois: COMMERCIAL LOAN OFFICER (INROADS PROGRAM SUMMER, 1987). Conducted interviews, collected and processed financial data, prepared and presented financial proposals for approval by the loan department, and reviewed existing loans to determine continued compliance with criteria of the program. Participated in planning and implementation of proposals to form the Southern Development Banc of Arkadelphia, Arkansas, an Arkansas enterprise group. Kemper Corporation, James S. Kemper Foundation Scholar, Long Grove, Illinois: CORPORATE ANALYST (SUMMER, 1986). Researched and collected data on products, distribution channels and financial position of over 100 competitors in insurance-related areas. Compiled information and data into book distributed to executive officers throughout Kemper Corporation and its subsidiaries for use in various aspects of corporate planning. CLAIMS REPRESENTATIVE (SUMMER, 1985). Originated and maintained over 100 workers' compensation files. Determined causes of accidents and other losses, and negotiated prompt and fair settlements when justified. CORPORATE RELATIONS ANALYST ( SUMMER, 1984). Researched and collected data on non-profit and consumer organizations around the country. Compiled information and data into book used by Kemper Corporation in determining and implementing marketing strategies. OTHER-EXPERIENCE AND SKILLS   Registered lobbyist (9/90 - PRESENT) . Proficient in use of IBM PC (hardware), LOTUS, WordPerfect, and other software programs. ACTIVITIES AND INTERESTS  Member: Central Arkansas Transit Authority (CATA) Board\nPulaski County Bar Association Board\nArkansas Bar Association\nVolunteers' Organization for Central Arkansas Legal Services (VOCALS)\nNational Order of Barristers\nVolunteer, Big Brothers/Big Sisters of Pulaski County.  Reading, cycling, weightlifting, and racquetball. REFERENCES AVAILABLE UPON REQUEST I u  ,  ... 'j  Resume of Sheila E. Freeman I Page 3 I I I I I I I I I I I I I I I I I Judge Marion A. HUlllphrey Circuit Judge REFERENCES Sixth Judicial District, First Division Pulaski and Perry Counties 201 West Third, Room 340 Little Rock, AR 72201 Mr. Henrywarren Director . Human Resources TDCS Entergy Services, Inc. P.O. Box 8082 Little Rock, AR 72203 Wendell L. Griffen, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Ave. Little Rock, AR 72201 I I I I I OFFICERS   Sen. Joe E. Yates Chairman Rep. Lloyd R. George Vice Chairman MEMBERS I Rep. John Paul Capps Sen. U. D. Moore, Jr. I I I I I I I I I I I I I Rep. Lacy Landers Sen. Joe Yates Rep. Ode L. Maddox Sen. Jerry Bookout Rep. B. G. Hendrix Sen. Stanley Russ Rep. L. L. Bryan Sen. Hick Uilson Rep. Bobby G. Newman Sen. Bud Canada Rep. Lloyd R. George Sen. Jerry Jewell Rep. U. R. \"Bud\" Rice Sen. Uayne Dowd Rep. Gus Ulngfield Sen. Bill Walters Rep. Jerry Hinshaw Sen. Mike Bearden Rep. J. Sturgis Miller Sen. Merril Harriman Rep. Jim Holland Sen. Steve Bell Rep. Ted Hul Lenix Sen. Mike Beebe Rep. Jinrnie D. McKissack Sen. Allen Gordon ..-.. Rep. Ed Thicksten Sen. Lu Hardin Rep. Doug Uood Rep. Bruce Hawkins Rep. Owen Hiller Rep. Keith Uood Rep. Ben McGee Rep. V. 0. Calhoun Rep. Charles Uhorton Rep. Tymothe Uooldridge Kern L. Treat Executive Secretary ARKANSALS EGISLATIVEC OUNCIL .,, . \u0026lt;\u0026gt;' . ~ ., _,\n!:', ~\\ ! Room 315, State Capitol Building Little Rock, AR 72201 December l 0, 1993 Mr. Gene Wilhoit, Director Department of Education #4 State Capitol Mall Little Rock, AR 7220 l Dear Mr. Wilhoit: Tel: 501682-1937 Enclosed is a copy of the agenda for the Legislative Council meeting to be held at 9 a.m., Friday, December 17, 1993, in Room 171 of the State Capitol Building. Please note that presentations by your office are scheduled on page 2 of the agenda under Item H. 1. Very truly yours, -Kem L. Treat Director KLT/mhf Enc. I I I I I I I I I I I I I I I I I I I A. B. C. D. E. F. G. AGENDA ARKANSALSE GISLATIVCEO UNCIL Room 171, State Capitol Building Little Rock, AR 72201 Friday, December 17, 1993 9:00 a.m. Call to order by Chairman Yates - 9:00 a.m. Roll call. Approval of Minutes of Legislative Council Meeting of November 19, 1993. Reports of Standing Committees: 1. Review, Senator Russ and Representative George, CoChair. 2. Charitable, Penal \u0026amp; Correctional Institutions, Representative Hendrix and Senator Bookout, CoChair. 3. Policy-Making, Representative Newman and Senator Wilson, Co-Chair. 4. Hospital \u0026amp; Medicaid Study, Representative Rice and Senator Hardin, Co-Chair. 5. Performance Evaluation \u0026amp; Expenditure Review, Representative Landers and Senator Moore, Co-Chair. 6. Administrative Rules \u0026amp; Regulations, Representative Capps and Senator Yates, Co-Chair. 7. Uniform Personnel Classification \u0026amp; Compensation Plan, Senator Moore and Representative Maddox, CoChair. Reports of Special Committees. 1. Litigation Reports Oversight, Chairman. Reports of Joint Interim Committees. Review of Communications: 1. Population Report Correction. from the Senator Beebe, Department of 2. Monthly report concerning activities of State Building Services. I I I I I I I I I I I I I I I I I I H. 3. 4. 5 . 6. 7. Quarterly Report of Claims versus Premiums by Class for the State Insurance Program. Provisional positions report submitted under the provisions of Act 36 of 1989 by the Department of Higher Education. Annual audit report of the War Memorial Stadium for the year ended June 30, 1993. Letter dated November 22, 1993, Fisher, State Board of Finance, Revenue Bond Report for 1993. from Jimmie Lou submitting the Biennial Report from Arkansas State University, Beebe Branch, as required by Arkansas Code 6-65- 224. 8. Report from Arkansas Industrial Development Commission identifying ways and means of achieving the goals pertaining to the Overseas Program. 9. Program report from Westark Community College on the University Center filed pursuant to Arkansas Code 6-61-527(e). Business carried over from previous Council meetings: 1. 2. Presentation by officials of the Department of Education concerning information requested at the November meeting: a. b. c. Compliance with the desegregation court orders\nEffects that any reductions in the timber revenues have had and will have on the Waldron school district and other school districts in which national forest lands are located including the effect on students if the schools find it necessary to cut the school terms to less than the minimum number of school days necessary to maintain academic compliance\nOperation of the public school transportation programs and whether taxicab rentals and vehicle leasing are awarded on a competitive bid basis. Presentation by officials of the Department of Human Services concerning medicaid relief taxes and the disposition of beverage tax collections which are in excess of estimated collections. 2 I I I I I I I I I I I I I I I I I ' ' ' I. J. K. L. M. New Business. New Proposals and Resolutions: 1. Interim Study Proposal 93-104 by Senator Miles - (proposed act) to establish procedures for notification to DFA when motor vehicle liability insurance is canceled (filed with the LC pursuant to Arkansas Code 10-3-217). 2. 3. 4. Interim Study Proposal 93-106 by Senator Scott - requesting a study to determine the effects that the North American Free Trade Agreement will have on economic development and employment opportunities in Arkansas. Interim Study Proposal 93-108 by Representatives Flanagin and Walker - requesting a study by the Joint Interim Committee on Education to determine whether Acts 786 and 1169 of 1993 should be amended to ensure more equitable minority representation on local school boards in districts having a ten percent or greater minority population. Interim Study Proposal 93-109 by Senator Rus~ - for a comprehensive study of Arkansas law relating to preferences for Arkansas bidders, Arkansas products, recycled products, or otherwise, for the purpose of determining the extent to which preferences are utilized, the constitutionality of such laws, the cost of such preferences to the state and local governments, and other related matters. Presentation of monthly employment report. --Ken Garner, State Personnel Review Administrator, Bureau of Legislative Research. Presentation of Arkansas revenue report. --Richard Sims, Bureau of Legislative Research. Other business. N. Adjournment. 3\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"gsu_ggdp_5903","title":"Joseph M. Hendricks oral history interview, 1993 December 10","collection_id":"gsu_ggdp","collection_title":"Georgia Government Documentation Project","dcterms_contributor":["Tuck, Stephen G. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School integration","Educational law and legislation"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive School Monitoring Report (1992-93) Summary of Recommendations,''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/474"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSummary of recommendations for U.S. District Court hearing for January 26, 1994\nLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations U. S. District Court Eastern District of Arkansas Hearing, January 26, 1994 Incentive Schools Franklin Ish Rightsell Stephens Garland Mitchell RockefellerApprox. 12/9/93 12/10/93 12/10/93 12/14/93 12/20/93 1/3/94 1/6/94 1/12/94 1/12/94 1/13/94 Little Rock Schoo! District INCENTIVE SCHOOLS MONITORING REPORT (1992-93) Done (1/26/94) ________ Item Received copies of report____________________ Distributed copies of the Report for reading to: / School Board / Superintendent's Council / Desegregation Facilitator / Incentive School Principals / Other administrators responsible___________ Report was discussed in Superintendent's Cabinet meeting____________________________ Recommendation summarized in chart form Administrative Offices Close__________________ Administrative Offices Reopen________________ Superintendent's Council met all day together reading each page and discussing: / implications of each recommendation on our progress in implementing the plan, court orders, and directives / Impact on our budget and resources / Listing who is and should be responsible for the recommendation____________________ Superintendent's Council met all day together reviewing each recommendation and determining which administrator is or should be responsible Feedback from each of those administrators responsible was solicited_____________________ Met with curriculum supervisors to discuss and receive input concerning recommendations in the Report Approx. 1/13/94 1/19/94 1/20/94 1/20/94 1/22/94 1/26/94 1/27/94 2/3/94 ____________________Item__________________ Met with Student Assignment Office Staff, Desegregation Facilitator, Communications Director, Recruitment Staff, Director of Transportation, and VIPS Coordinator to discuss and receive input concerning recommendations in the Report______________________________ Met with incentive school principals to discuss and receive input concerning recommendations in the Report______________________________ Met with incentive school principals to plan recruitment activities for February registration to consider the relationship between the Report recommendations and registration____________ Feedback was received and follow-up discussions began with individuals who have responsibilities for areas touched by the recommendations__________________________ Feedback was analyzed and a summary compiled in chart form listing each recommendation and where we currently stand on it______________________________________ Court hearing began on the Report____________ Update School Board on status of the Report Agenda item at School Board RetreatLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations Included here is a summary of recommendations from the INCENTIVE SCHOOL MONITORING REPORT (1992-93). Each recommendation has been numbered consecutively based on its order in the report. This was done to facilitate discussion and cross-referencing. A breakdown of recommendations listed by these numbers appears on the first page entitled Summary of 102 Recommendations by Category. Three charts are attached to that. The first is a listing of all 102 recommendations. For each recommendation, the chart displays a number (No), page (Pg), section, and a symbol. The full name of the abbreviations used in the section column appears on the last page of section one. If either no symbol, a \" + or a \"++\" appears in the right margin beside the recommendation, we agree with the recommendation. If an The meaning of each symbol is as follows: #  *  appears, we disagree with the recommendation. Disagree + In Progress + + Completed Behind the complete chart of all recommendations, are two charts in the same format. One chart represents only the recommendations with which we agree, and the other represents recommendations with which we disagree. Included with the \"disagree\" chart recommendations are the associated requirements mentioned in the report. They are noted by a Z mark. Two of the recommendations (numbers 31 and 66) in the complete chart were duplicated when the original chart was typed. The error was discovered as the research process developed. They have been shaded. Therefore, the last recommendation is numbered 104, but there are only 102 recommendations. Duplicated entries were not removed when discovered because renumbering would confuse previous cross-referencing in our discussion notes. Number 1 7 is a reference to tsh School which closed in June of 1 993. RUSS MMO ASSOCIATE SUPERINTENDENT FOR DESEGREGATIONLrt?^llock^^Rool District INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of 102 Recommendations by Category AGREEMENT To be done 37 Total In progress(+) 44 Total Completed (++) 9 Total Disagreement (*) 12 Total # 1 2 3 6 7 8 9 10 11 12 [17] 19 24 25 26 28 29 32 41 # 42 46 58 59 60 62 63 65 67 68 69 70 85 86 90 91 96 100 # 5 13 14 16 18 20 27 30 34 36 37 38 39 40 43 44 45 47 48 49 50 51 # 52 53 55 56 57 61 72 73 77 79 80 81 82 83 84 87 89 93 94 97 98 102 # 15 21 22 35 78 92 101 103 104 # 4 23 33 54 64 71 # 74 75 76 88 95 99 I [17] Ish closed June, 1993 01/26S4 aLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of RecommendationsNo 1 2 3 Pg 5 5 12 Section 4-Yr Enroll Compared 4-Yr Enroll Compared Staff I 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1 12 13 15 15 15 15 22 22 22 27 30 34 38 38 38 38 38 38 Staff Staff Staff Staff Staff Staff Staff Staff Staff Test Data Discp/Susp Expul G\u0026amp;T Enroll Facilities Facilities Facilities Facilities Facilities Facilities Ish closed June, 1993. INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations ____________________________________________Recommendation____________________________________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.________________________________________ Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools._______________________________________________________________________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features.___________________________________________________ Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee.__________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans._____________________________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools._________________________________ Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data.___________________________________________________________________ Train principals and staffing committees in procedures for effective assessing staffing needs._________________________ Involve the LRSD Human Resource Department as an integral part of the assessment process.________________________ Develop specific, comprehensive job descriptions for instructional and supervision aides._____________________________ Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques._____________________________________________________________________________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams.________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.____________________________________________________________________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet. Repaint the interior of Ish, if the school remains open.^ The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job._______ Repair or replace the leaky roof in Mitchell's reading room.___________________________ Replace the loose floor tiles in Mitchells hallway.__________________________________ Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet. [ * Disagree + In Progress -I- -I- Completed ] + + + + + + -I- + + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 2 No 22 23 24 25 26 27 28 29 30 31 Dup 32 33 34 35 36 37 38 39 40 Pg 38 38 40 41 41 41 41 41 41 41 41 43 43 43 45 45 46 47 47 Section Facilities Facilities Prog/oper Prog/oper Prog/oper Prog/oper Prog oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper ____________________________________________Recommendation ___________________________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation._________________________________________________________________________ Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings._____________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans___________________________________________________ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved.______________________________________________________ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________________________________________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations.________________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations.____________________________________________________________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. HeJp the council develop monhoring end reporting procedures, guidelines, and schedules that provide members dean ..................................:.....\nCoordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources.__________________ Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program._________________________________________________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force._______________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.______________________________________________________ Base staff development on activities on areas of demonstrated need.______________________________________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach.____ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum____________________________________________________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.____________________________________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision. -I- + 4- -I- [ * Disagree -I- In Progress + -I- Completed ] uuiKiHga ITUlilO + -I- + 4- + 4- -I- -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 3 No 41 Pg 48 Section Prog/oper 42 48 Prog/oper 43 I 49 44 45 46 47 48 49 50 51 52 53 54 49 51 51 51 51 52 53 55 56 57 58 55 8 61 56 57 58 Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper VIPS 61 63 65 VIPS VIPS Career Dev. ____________________________________________Recommendation_________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences. Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs.___________________________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.____________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures.____________________________ Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program.__________________________________ Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.________________________________ Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. Increase the amount and improve the quality of Spanish language materials available in each school.________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year, ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans.________________________________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum._________________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a child's development that every student who needs or wants a mentor should have one. Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses.___________________________________________________ Treat and teach career skills development as an integral part of school life. -F -I- -I- 4- 4- . + + 4- -t- * 4- 4- 4- I * Disagree 4- In Progress 4- 4- Completed ] 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 4 No 59 60 61 62 63 64 65 66 Dup 67 68 69 70 71 72 73 Pg 68 68 68 68 68 68 68 68 70 70 72 72 76 76 78 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Recommendation Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.______________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.____________ Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals._____________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.__________ Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.____________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report._________________________________ Consider impiementing the recommendatfons made by the extended year adminfsttative staff in the district's summary report._______________________________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects.___________________________________________________ Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety.______________ Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun. .Mgke an effortjo ^air aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. I * Disagree -I- In Progress -I- -I- Completed -I- -t- -h 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 No 74 75 76 77 78 79 80 81 82 83 84 85 86 87 to 5 Pg 78 78 84 85 89 89 89 91 92 92 95 97 97 98 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve ____________________________________________Recommendation___________________________________________ Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands.________________________________________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families.______________________________________________________________________________________________ Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.______________________________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record._________________________________________________________________________________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.________________________________________________________________________________ Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.___________________________________________________________ Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents._______________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations.________________________________________________________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly._____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan. I * Disagr^ -I- In Progress -I- -I- Completed  -I- -I- 4- + -I- + -h -I- + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 6 No 88 pPg 105 Section Parent Involve 89 90 91 92 93 94 95 96 97 98 99 105 105 106 109 109 109 116 116 117 117 117 100 I 11 7 101 117 102 117 Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child _____________________________________Recommendation___________________________________________ Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information.__________________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.___________________________________________________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed.______ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments.________________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively.___________________________________________________________________ Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made._____ Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job.__________________________________________________________________________ Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children._________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents._____________________________________________________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._______________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs.____________________________________________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success.___________________________________________________________________________________________ Refrain from placing any uncertified teacher in an early childhood classroom. Provide regular, quality staff development opportunities for the early childhood education staff. I * Disagree -b In Progress -b -b Completed ] -b + -)- -b + -b -b * + -b + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 7 No 103 104 117 120 Section Rockefeller Early Child Incent Sch Doubl Fund ____________________________________________Recommendation ______________ Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff. __________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. -I- -)- -h +  Four-Year Enrollment Comparisons  Staffing  Test Data  Discipline, Suspension, and Expulsion  Gifted and Talented Enrollment Sections  Extended Year/Week  Parent Involvement  Rockefeller Early Childhood Magnet School  Double Funding Facilities Programs and Operations VIPS Career Development I * Disagree 4- In Progress + + Completed ] 01/26/94Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of Recommendations (Agreement Only)No 1 F? 2 3 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 1 5 12 13 15 15 15 15 22 22 22 27 30 34 38 38 38 38 38 38 38 INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of Recommendations (Agree) Section 4-Yr Enroll Compared 4-Yr Enroll Compared Staff Staff Staff Staff Staff Staff Staff Staff Staff Test Data Discp/Susp Expul G\u0026amp;T Enroll Facilities Facilities Facilities Facilities Facilities Facilities Facilities Ish closed June, 1993. ____________________________________________Recommendation ____________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools._____________________________________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features.______________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools. Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data._______________________________ Train principals and staffing committees in procedures for effective assessing staffing needs.__________ Involve the LRSD Human Resource Department as an integral part of the assessment process.___________________ Develop specific, comprehensive job descriptions for instructional and supervision aides.____________ Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques.___________________________________________________________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams._______________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.________________________________________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet. Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.________________ Repair or replace the leaky roof in Mitchell's reading room._________________ Replace the loose floor tiles in Mitchell's hallway.__________________________________________ Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.____________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation. + + + + + + -I- -I- -I- 4- -I- + 01/264INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Agree) 2 No 24 Pg 40 Section Prog/oper 25 26 27 28 29 30 32 34 35 36 37 38 39 40 41 42 41 41 41 41 41 41 41 43 43 45 45 46 47 47 48 48 Prog/oper Prog/oper Prog/oper Prog oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper ____________________________________________Recommendation___________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans_____________________________________________________________________ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved.______________________________________________________ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________________________________________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations._______________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations.____________________________________________________________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks.________________________________________________________________________ Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources._________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force._________________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.________________________________________________________________ Base staff development on activities on areas of demonstrated need.____________________________________________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach.________ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum________________________________________________________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.____________________________________________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision.______________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.___________________________________________ Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. -I- -F- 4- -I- + + -I- -F- -F -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Agree) 3 No 43 44 45 46 47 48 49 50 51 52 53 55 56 57 58 59 60 61 Pg 49 49 51 51 51 51 52 53 55 56 57 61 61 63 65 68 68 68 Section Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper VIPS VIPS VIPS Career Dev. Extended Yr/wk Extended Yr/wk Extended Yr/wk ____________________________________________Recommendation___________________________________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.______________________________________________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures._________________________________________________________________________ Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program._____________________________________________ Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program._______________________________________________________ Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum.___________________________________ Increase the amount and improve the quality of Spanish language materials available in each school._________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans._____________________________________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a child's development that every student who needs or wants a mentor should have one._____________ Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses.______________________________________________________________________________ Treat and teach career skills development as an integral part of school life._______________________________________ Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it._____________________________________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.____________________________________________ Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. -I- + -I- + -F -F + + -F -I- + -F 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (/iffree) 4 No 62 63 65 67 68 69 70 72 73 77 78 79 80 81 82 Pg 68 68 68 70 70 72 72 76 78 85 89 89 89 91 92 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Parent Involve Parent Involve ____________________________________________Recommendation___________________________________________ Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals.______________________________________________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.___________________________________________________________________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report.________________________________________________________________________________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects._____ Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety.___________________________________________________________ Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun.____________________________________________________________________________________ Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness.__________________ Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training._______________________________________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record. ___________________________________________________________________________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.________________________________________________________________________________ Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to incIude program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED. -I- 4- + + -I- -I- + + 01/26/94 aINCENTIVE SCHOOL MONITORING REPORT - 1992-93 [Agree] No 83 84 85 86 87 89 90 91 92 93 94 96 97 98 100 101 Pg 92 95 97 97 98 105 105 106 109 109 109 116 117 117 117 117 B 5 Section Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child ____________________________________________Recommendation__________________________________________ Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents.______________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations._______________________________________________________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly.___________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan.____________________________________________________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.__________________________________________________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed._____ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments._______________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively.__________________________________________________________________ Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.______________________________________________________________________________ Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job._________________________________________________________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents._____________________________________________________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._______________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success.____________________________________________________________________________________________ Refrain from placing any uncertified teacher in an early childhood classroom. -I- + -h -I- -I- -I- + + + -I- -I- -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (/Igree) 6 No 102 103 104 Pg 117 117 120 Section Rockefeller Early Child Rockefeller Early Child ____________________________________________Recommendation_____________________ Provide regular, quality staff development opportunities for the early childhood education staff. Incent Sch Doubl Fund Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff.______________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. -I- -I- 4- 01/26/94Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of Recommendations (Disagreement Only)No 4 23 33 54 64 Pg 12 38 43 58 68 Section Staff Facilities Prog/oper Prog/oper Extended Yr/wk INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of Recommendations (Disagree) ____________________________________________Recommendation___________________________________________ Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee. / The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190)  Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. / All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering [SIC]. (ODM 1992 Report, pg. 43.)___________________________________________________________________ Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program. / / The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg- 17)__________________________________________________________________________________________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum. / Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)___________________________ Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. / / / / Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest school's participating in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) * 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Disagree} 2 No 71 IQ 76 Pg 76 IQ 84 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk ____________________________________________Recommendation______________________________________ Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. / / 7 7 7 / Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) The district collects and closely monitors discipline data in order to make appropriate modifications to the discipline program. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. Z Compacts provide students access to community support programs, such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175,183) Z Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg. 39)_____________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Z Compacts provide students access to community support programs, such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175,183) Z Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg. 39)_____________ Allow teachers who want to leave the incentive schools to do so with ifhpunjt^. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. / 7 7 Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested. (ODM 1992 Report, pg. 32) Emphasize continuous growth in mathematics understanding and application, reducing computation isolated from application context along with redundancy across grade levels. (ODM 1992 Report, pg. 32) Cultural infusion is evident in classroom materials. (ODM 1992 Report, pg. 32) Teacher-directed and learner-directed instruction co-exist in the classroom. (ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual students plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) *   01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 [Disagree] 3 No 88 Pg 105 Section Parent Involve ____________________________________________Recommendation_________________ Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information. Z Z 7 Each school provides community role models and a mentoring program (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. 95 116 Rockefeller Early Child student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)_______________________ Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children. * / / z 7 7 The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to the school in order to comply with desegregation requirements, (LRSD Plan, pg, 12) Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and to her area colleges. The LRSD works cooperatively with local colleges and universities to enhance and support the program, (LRSD Plan, pg, 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children, (LRSD Plan, pg, 12) Rockefeller is used as a demonstration center for training the county's teachers, administrators, aides, HIPPY (HOME Instruction Program for Preschool Youngsters), and daycare program workers, (LRSD Plan, pg, 12) Parents and educational professionals from UALR and Other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program, (LRSD Plan, pg, 12) Students attending the three-year-old program are allowed to continue on into the school's four-year-old program, kindergarten, and beyond, (LRSD Plan, pg, 13) Explore developing Rockefeller as a year-round, full-day school for children form infancy through sixth grade, A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program, (LRSD Plan, pg, 13) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and education goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability desegregation tool, its competitiveness with private schools and daycare, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) as a 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Disagree} 4 No 99 Pg 117 Section Rockefeller Early Child ________________________________________ Recommendation__________________________________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs. / / / / 7 The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to the school in order to comply with desegregation requirements. (LRSD Plan, pg. 12) Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and to her area colleges. The LRSD works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) Rockefeller is used as a demonstration center for training the county's teachers, administrators, aides, HIPPY (HOME Instruction Program for Preschool Youngsters), and daycare program workers. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Students attending the three-year-old program are allowed to continue on into the school's four-year-old program, kindergarten, and beyond. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children form infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and education goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycare, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) * 01/26/94\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1444","title":"Report: \"1992-93 Incentive Schools Monitoring Report,\" Office of Desegregation Monitoring, United States District Court, Little Rock, Ark.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1993-12-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Caption: Congressman John Lewis, right, gives a tribute to Rev. William Holmes Border Sr., Monday during funeral services for Border. Seats is Rev. Michael N. Harris, Pastor of Wheat Street Baptist Church.\" Caption: \"U.S. Rep. John Lewis (right) praises the late Rev. William Holmes Borders Sr. as a 'soldier of the cross,' while Rev. Michael N. Harris, pastor of the Wheat Street Baptist Church looks on.\""],"dc_format":["image/jp2"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Atlanta Journal-Constitution Photographic Archive;"],"dcterms_subject":["Politicians","African American Politicians","Civil rights workers","Funeral service"],"dcterms_title":["Representative John Lewis speaking at the funeral for William Holmes Border Sr., 1993"],"dcterms_type":["StillImage"],"dcterms_provenance":["Georgia State University. 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The building was purchased by the Martin Luther King, Jr. Memorial Foundation and in 1991 opened as the National Civil Rights Museum; at the time of the letter, Branch was a member of the museum's Board of Directors.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["African-American Life In Memphis, Tenn., Box 4, Folder 2, Memphis Public Library, Memphis, Tennessee"],"dcterms_subject":["Lieutenant governors--Tennessee","Civic leaders--Tennessee--Memphis","African American civic leaders--Tennessee--Memphis","Motels--Tennessee--Memphis","National Civil Rights Museum","Assassination--Tennessee--Memphis","Boards of directors--Tennessee--Memphis"],"dcterms_title":["Letter, Nov. 22, A.D. 1993, Jackson, Tennessee to Lt. 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